MODULE IN UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

QUARTER 4 - WEEK 1 (APRIL 3-5, 2023)

LESSON 7: SOCIALIZATION AND DEVIANCE
Overview
In transmitting fundamental social norms and role expectations from one generation to another, socialization helps
to reproduce the social structure and is a key to social stability. Socialization is a dynamic process, however. As social
structure changes, the messages imparted through socialization also change. On the extremities of socialization, the
constraint of outdated norms and values leads to violations of the norms and/or breakage of conventions and realms
of morality.

Study these terms

● Anomie - A social condition in which there is a disintegration or disappearance of the norms and values that
were previously common to the society.
● Deviance – Act that breaks society’s unwritten rules, or expected ‘norms’ of behavior.
● Enculturation – Process by which people learn the requirements of their surrounding culture and acquire the
values and behaviors appropriate or necessary in that culture.
● Norms – Culturally determined rules that guide people regarding what is right, wrong, proper, and improper.
● Socialization – Lifelong social experience by which people develop their human potential and learn the
culture.
● Social Identity – characteristics that other people attribute to an individual (e.g. father, Pinoy)
● Self-Identity – a process of self-development through which a person formulates a unique sense of ourselves
(i.e. iba ako sa kanila dahil…..)
● Values – Culturally defined standards that people use to decide what is desirable, good, and beautiful.

Discussion

Talcott Parsons

 A sociologist, spoke of the birth of new generations of children as a recurrent barbarian invasion.
 Human infants do not possess culture at birth. They have no conception of the world, no language, nor
morality. It is in the sense that Parsons uses the word barbarian in reference to infants.

John Locke

 The infant’s mental state as Tabula Rasa or clean slate.

 All infant needs to live and cope by acquiring through the process called enculturation (anthropologist’s view)
and socialization (sociologist’s view)
 Through socialization, we learn who we are, what is expected of us, how society operates, and where we
stand within our social world.
 As children, we learn the language and symbols of our culture and our social roles as children and siblings.
 As we grow, we learn new roles such as a friend, student, teammate, employee, lover, spouse, grandparent,
and retiree.
 Symbolic Interactionist George Mead believes that it [Social version of yourself, referring to as “self”] develops
through social interactions, with three stages:
 First is mimicking behaviors and actions of significant others around him or her.
 Second is play, in which the child takes different roles he or she observes in “adult” society and plays
them out to gain an understanding of the different social roles (e.g. nagbabahay-bahayan, nagtititser-
titseran). If a child doesn’t role play they don’t see create the “me” which is part of themselves (hindi
nila nakikita ang sarili doon). Children in this stage learn and build and able to build a self, but because
they can only take the role of distinct and separates others, he/she still lacks a more general and
organized sense of themselves (i.e. umaacting lang na teacher, pero di niya alam kung papaano maging
ganap na isang teacher)
 The third stage is game in which the child will develop a full sense of self, because 1.) He/She has a role
(e.g. Patintero – mananaya or tatakas) and; 2.) There are rules to be followed (siguraduhing di
makalagpas sa teritoryo mo or kailangang makaligtas sa taya)

In socializing oneself to a specific society, many by products are being produced over time and will continue until
death:

● Identity Formation – A person’s socialization with individuals or groups allows him or her to imbibe certain
characteristics and interests that contribute to his or her own identity. Over time, a person will develop
his/her own Social and Self-identity depending on the environment, interactions, and experiences he/she
grew up in.
● Role/Status – important concepts in socialization because the behavior of young members of society are
controlled by assigning them a certain status which they will enact (dapat galaw teacher, magkilos-kuya)
● Norms/Values – These two concepts train and shape our behavior and thinking that is acceptable in society. A
manifestation of ideal values/norms has a positive reinforcement to others (praise, reward), while violations, on
the other hand, have a negative reinforcement (shame, jail)
 ● Enculturation – By enculturing the values and norms of a society, it is expected that he/she will internalize
his/her dreams and expectations, the rules and requirements not just for the larger society but also for every
specific demand within the whole.

Emile Durkheim

 Believes that members of society will experience periods of drastic and rapid changes to the social, economic,
or political structures of society.
 These rapid changes will bring a sense of confusion and self-evaluation to the established norms, called
Anomie.
 People who lived during periods of anomie typically feel disconnected from their society because they no
longer see the norms and values that they hold dear reflected in society itself.
 This leads to the feeling that one does not belong and is not meaningfully connected to others. For some, this
may mean that the role they play (or played) and their identity is no longer valued by society. Because of this,
anomie can foster the feeling that one lacks purpose, engender hopelessness, and encourage deviance and
crime.
 Deviance is clear-cut because people disagree about where the line should be drawn (paano ba masasabi na
ang kilos ay deviant?)

Ultimately, what is defined as deviant depends on the particular social context in which the behavior occurs or a
person lives and on the power of those who label it. (i.e. Deviant – di ka naghugas ng pinggan kahit inutusan ka ng
nanay mo; Informal Sanction – pinagalitan ka). Deviant is different from Crime; Deviance focuses on violating unwritten
rules while Crime on written rules.

LESSON 8: SOCIAL ORGANIZATIONS

When individuals aggregate (nagsama-sama) physically in a given space, they do not necessarily make a social
group. They are just a collection of warm bodies who happened to be together in one space or who may happen to
share common characteristics. In sociological space, it is called social aggregates – a simple collection of people who
happened to be together in a particular place but do not significantly interact or identify with one another .

John Donne

 “No man is an island, entire of itself; every man is a part of the continent, a part of the main.”
 He was recognizing the most distinctive characteristic of people as social animals, whose behavior and
personalities are shaped by groups.
 Throughout life, most of the daily activities of people are performed in the company of others. The need for
human contact is both practical and psychological. If people are deprived of the company of others for a
prolonged period of time, a mental breakdown is a usual result.

Study these terms

1. Social Group - A collection of people who regularly interact with one another based on shared expectations
concerning behavior and who share a sense of common identity.
2. Primary Group – A small, warm association based on ongoing, personal, intimate relationships.
3. Secondary Group – A ‘cool’, impersonal association whose members’ relationships are limited and instrumental.
4. Reference Group – The groups against which we choose to measure ourselves.
Discussion

Groups and organizations are defined by the patterns of participation among their members, and individual
membership in groups is maintained through ongoing participation. The relative strength of your connection to your
friendship group, whether you interact in person or online, results from the frequency and intensity of your contact with
them. If you rarely communicate with your friends, your bond to the group will become weaker. If too many many
members lose contact, the group itself ceases to exist.

Sociologists Richard Gelles and Ann Levine in 1999 posited four ways to identify social groups:

1, Members have shared identity – members recognize that they have something in common.
2. Members of a social group interact regularly – members make a point of getting together.
3. Social groups have a social structure – they establish a structure of roles and statuses.
4. Social groups depend on consensus – members must agree to some extent on values, norms.

According to influence: According to membership:

 LESSON 9: STATE AND NON-STATE INSTITUTIONS

To achieve cultural goals that are being implemented by the society, an individual must come to a specific
institution and receive the institutionalized means that are being offered. Further, institutions can refer to
mechanisms that govern the behavior of a set of individuals within a given community. Thus, institutions are
identified with a social purpose, transcending individuals and intentions by mediating the rules that govern living
behavior.
1. Institutions - Social structure in which people cooperate and which influences the behavior of people and
the way they live.
2. Kinship – Sharing of characteristics or origins.

Discussion

Social institutions
 Refer to the organized sets of elements such as beliefs, rules, practices, and relationships that exist to
attain social order.
 It also refers to well-established and structured relationships between groups of people that are
considered fundamental components of a society’s culture.
Elements of social institutions are defined differently by various perspectives.
 Institutional approach tells us that social institutions are ordered sets of rules, norms, beliefs, or values that
organize human behavior. The
 Relational approach meanwhile focuses on social relations rather than rules, norms, beliefs, or values.
STATE INSTITUTIONS

A. KINSHIP and FAMILY

1. Kinship by Blood

1. a. Unilineal – When a child is born, he/she is automatically assigned either to his or her mother’s or father’s
group.
1. a.1 Matrilineal – children are automatically made members of the mother’s group only.
1. a.2 Patrilineal – children are automatically made members of the father’s group only.

1. b. Double Unilineal – When a child is born, he/she is automatically assigned either to his or her mother’s or
father’s group for specific purposes (e.g. to become a hunter).

1. c. Bilateral - tracing of descent through the study of both parents' ancestors.

2. Kinship by Marriage
NATUR TYPES BASIC FEATURES
E
By creating relationships Endogamy Create relationships inside a common group
(i.e. religion,
economic)
Exogamy Can create relationships outside
the common group.
By number of spouse/wives Monogamy Both married partners only have
one spouse.
Polygamy One individual has multiple
spouses.
a. Polygyny One man is married to several
women
b. Polyandry One woman is married to several
men.
By post-marital residence Patrilocal A married couple lives in the
husband’s parents or community.
Matrilocal A married couple lives in the
wife’s parents or community.
Neolocal A married couple resides separately from
both the husband's natal household and
the wife's natal household.
3. Kinship by Ritual

3.1 Compadrinazgo

3.1.1 Padrinazgo - Spiritual Parenthood 3.1.2 Compradrazgo - Spiritual

which emphasized vertical relationship (ritual linkage Parenthood which emphasized
between godparents or godchildren, not necessarily horizontal or reciprocal
close to each other) relationship.

B. POLITICAL ORGANIZATIONS
1. According to Structure
NATURE TYPES BASIC FEATURES

Uncentralized Band Formed by several families living together

based on marriage ties, common
descendants, friendship affiliations and
members usually have a common interest
or
enemy.
Tribe Formed when a transition from hunting to
horticulture takes place, and there is now
a presence of multiple communities
engaged.
Centralized Chieftain Formal leadership exists and
authority rests solely on the members of a
selected family.
TYPES BASIC FEATURES
Traditional derived from well-established
customs.
Rational-Legal Legitimacy from formal rules.
Charismatic legitimacy from formal rules emanates from the individuals’
charisma.

State A political unit consisting of a government

over a specific group of people and a well-
defined
territory.
2. According to Authority
 3. According to Authority

NON-STATE INSTITUTIONS
A. NON-GOVERNMENTAL ORGANIZATIONS - are organized on the community, national and

international levels to serve a social or political goal such as humanitarian causes or the

environment.

B. INTERNATIONAL NON-GOVERNMENTAL ORGANIZATIONS - extends the concept of a non-governmental

organization to an international scope.

C. BANKS AND CORPORATIONS - Both ancient and modern bankers rely on the confidence of people to trust their
ability to acquire “good credit risks from the bad and deposit money with them in return for interest.

D. COOPERATIVES AND TRADE UNIONS – Cooperatives are organizations of people who have the same needs, while
Trade Unions is an organization of workers. TUs function is to bargain to their employers their working conditions
and environment (from improvement)

E. TRANSNATIONAL ADVOCACY GROUPS – Helps address key issues, such as human rights,

environmental concerns, rights of women, and rights of indigenous people.

F. DEVELOPMENT AGENCIES – To help countries develop industrially and technologically as

well as provide settlements to growing populations.

QUARTER 4 - WEEK 4 (APRIL 24-28, 2023)

LESSON 10: THE EDUCATIONALINSTITUTION

Overview

Educational institutions are created to give young people formal training in the skills that they

will need later in life. While the ancient Greeks coined the word “school” to mean “leisure” in the

cultivation of the mind and the propagation of wisdom, pre-modern societies equate education

with its holistic and non-fragmentary nature – learning as a lifelong and continuous process.

Nevertheless, the rise of industrialism contributes to the compartmentalization and fragmentary

structure of education as occupational specializations pushed the labor force into schools to

satisfy the requirement of basic literacy and numeracy that most jobs in the industrial society

demand.

Study these terms

1. Niche-making – In Ecology, it is the process of matching a specie to a specific environmental

condition.

2. UNESCO – United Nations Educational, Scientific and Cultural Organization

Discussion

1. After World War II, post-industrial societies established education more closely wit

attendance to formal educational organizations: from elementary to post-graduate schools; and

competence to the performance of adult roles is strongly linked to educational attainment in

life;

2. With the institutionalization of education, it has become synonymous with

enculturation and socialization;

4. Education equips people with knowledge and skills that will position each member (niche

making) for a specific place in society (Newman, 2012: 30).

FUNCTIONALIST VIEW OF EDUCATION

Schools are vital in maintaining social order in a society as a result of producing peaceful and

productive citizenry; Educational institutions likewise serve as agents of cultural transmission,

which is essential for society’s survival as well as in unleashing the latent function of organized

groups. e.g. 2.a. School serves as “babysitting” agencies as they relatively free parents from

child-rearing tasks and permit the latter to work outside the home;

2.b. College and Universities are potent centers in relationship-making in

giving young people a chance to interact with one another.

TWO PRIMARY FUNCTIONS OF EDUCATION

Develop a productive citizenry – It’s through schools that individuals are politically socialized

through a curriculum designed by the state. Through education, people are taught to develop

positive outlooks toward concepts like liberty and democracy, as well as to view the

government as an organization of authority.

Promote self-actualization – Education should aim to let students discover personal meanings

and develop their perceptions about themselves and their environment.

EDUCATION AS A BASIC HUMAN RIGHT

The UNESCO initiative (Education for All) ensures that by 2015 “all children, particularly girls,

children in difficult circumstances, and those belonging to other minorities (indigenous groups)

should have an access to complete, free, and compulsory primary education of good quality.”
Overview

Have you ever encountered seeing a stranger? When meeting a stranger, you consciously and unconsciously classify them to
others by certain category of characteristics and that may also happen in a community. In societies, people are determined by
their status in terms of wealth, power, and prestige and it creates a social structure- those who have more are on top and those
who have less are at the bottom. Let us see what are the effects of having a hierarchy in a society.

Study these terms

● Achieved status- acquired on the basis of merit; it is a position that is earned or chosen and reflects a person's skills,
abilities, and efforts

● Ascribed status- not earned but rather is something people are either born with or had no control over

● Caste system – closed stratification system in which people can do little or nothing to change their social standing

● Class system – based on both social factors and individual achievement

● Endogamous union- marriage to a partner from the same social background

● Exogamous marriages- unions of spouses from different social categories

● Meritocracy- an ideal system based on the belief that social stratification is the result of personal effort—or merit—that
determines social standing

● Social mobility- refers to the ability to change positions within a social stratification system

● Social stratification - society’s categorization of its people into rankings of socioeconomic tiers based

on factors like wealth, income, race, education, and power

The stratification of society is based upon either an open or closed system

1. Open system

▪ Status is achieved through merit and effort

▪ Allow for much social mobility

Social Mobility- Ability of individuals or groups to change their positions within a social stratification
system. It determines how individuals progress from a lower to a higher class or how they lose their status and occupy much
lower position in society.

(2)Two main types of social mobility

a. Upward mobility- upward movement in social class and may be through

education, employment, marriage, etc.

b. Downward mobility- lowering of social class that maybe brought by economic

setbacks, unemployment, illness, etc.

 QUARTER 4 - WEEK 6 (MAY 8-12, 2023)
LESSON 12: SOCIAL INEQUALITIES
Overview
In modern societies, forms of inequality arise among individuals and groups that may include income, occupation,
education, and health care and it is one of the main drivers of social tension. Social inequalities encompass various aspects of
social hierarchy and exclusion. From birth, family ancestry, race and ethnicity, gender, and religion all affect a person’s social
position.
Study these terms
● Discrimination- an action or practice that excludes, disadvantages, or merely differentiates between individuals or
groups of individuals on the basis of some ascribed or perceived trait
● Dominant group- group that possesses the ability to discriminate virtue of its greater power, privilege, and social
status
● Ethnic group- people who share common cultural background and a common sense of identity
● Ethnicity- set of cultural characteristics that distinguishes one group from another
● Gender- refers to social and cultural distinctions associated with being male or female
● Minority group- group of people who-because of their physical characteristics or cultural practices- are singled out
and treated unequally
● Poverty- social condition that is characterized by the lack of resources necessary for basic survival or necessary to
 meet a certain minimum level of living standards expected for the place where one lives.
● Poverty level / line- a level of personal or family income below which one is classified as poor according to
governmental standards
● Race- category of people who share observable physical characteristics and whom others see as being a district group
● Social capital – set of shared values that allows individuals to work together in a group to effectively achieve a
common purpose.
● Social inequality – lack of /uneven access to the social amenities that are necessary for an adequate standard of
living
Discussion
Social Inequalities
There are a lot of inequalities that people from different groups experience and it is known as social inequality. It is mainly because
of structured and recurrent patterns of unequal distribution of goods, wealth, opportunities, rewards, and punishments.
There are two main ways to measure social inequality:
1. Inequality of conditions- refers to the unequal distribution of income, wealth, and material goods. Housing, for example, is
inequality of conditions with the homeless and those living in housing projects sitting at the bottom of the hierarchy while
those living in multi-million dollar mansions sit at the top.
2. Inequality of opportunities- refers to the unequal distribution of life chances across individuals. This is reflected in measures
such as level of education, health status, and treatment by the criminal justice system.
Poverty
Poverty is a state or condition in which a person or community lacks the financial resources and essentials for a minimum
standard of living.
Global Action

The United Nations created the Sustainable Development Goals that promises to leave no one behind. A lot of policies from
sustainability have been established and one of is the eradication of poverty by 2030. Significant progress has been made in many
countries within Eastern and Southeastern Asia, but up to 42 per cent of the population in Sub-Saharan Africa continues to live
below the poverty line.

Effects of Poverty in the Philippines

1. Inability to afford housing

2. Malnutrition
3. Child labor
4. Crime and Thievery
The State Response
● Ambisyon Natin 2040- it is the result of a long-term visioning process that began in 2015. It represents the collective long-term vision and
aspirations of the Filipino people for themselves and for the country in the next 25 years
● Pantawid Pamilyang Pilipino Program (4Ps)- a human development measure of the national government that provides
conditional cash grants to the poorest of the poor, to improve the health, nutrition, and the education of children aged 0-18.
 Social Amelioration Program- grants a P5, 000 to P8, 000 monthly cash subsidy to low-income families for two months,
depending on the area of residence. The subsidies provide marginalized sectors of society the means to afford basic needs
during the pandemic.
 National Housing Authority- tasked to develop and implement a comprehensive and integrated housing program which shall embrace,
among others, housing development and resettlement, sources and schemes of financing, and delineation of government and private
sector participation.
Race and Ethnicity
The Philippines is a culturally diverse country with an estimated 14- 17 million Indigenous Peoples (IPs) belonging to 110
ethno-linguistic groups. They are mainly concentrated in Northern Luzon (Cordillera Administrative Region, 33%) and
Mindanao (61%), with some groups in the Visayas area.

Current Issues
Most of the indigenous communities are in
isolated rural areas but as globalization arises, there are
evident growing numbers who are migrating in cities to
have better social services. Some of the factors why they
are migrating in the city are because of militarization, tribal
conflicts, and development projects in their ancestral lands
which do not bring any benefits to local communities
especially to women and children. Most of them are
suffering in extreme poverty and lack of access to
education.
Lumad Schools

Lumad is a Bisayan term meaning “native” or “indigenous”. It is adopted by a group of 15 from a more than 18
Mindanao ethnic groups in their Cotabato Congress in June 19 86 to distinguish them from the other Mindanaons, Moro or
 Christian.

The State Response

1. Republic Act No. 8371 Indigenous Peoples' Rights Act of 1997 - The promotion and recognition of the rights of
Indigenous Cultural Communities/Indigenous Peoples (ICCs/IPs), with a view to preserve their culture, traditions and
institutions and to ensure the equal protection and non-discrimination of members
2. Mother tongue based multilingual education- Kindergarten and Grades 1 to 3 learners are required to receive
instruction, teaching materials, and assessment in their respective regional or native language.

Gender Stereotypes
Gender deals with whether someone is male or female. Gender identity is about how someone expresses his or her gender.
Despite the many roles men and women play in today’s world, some people still judge others based on how they think males
and females ‘should’ act.

Stereotypes are ideas about how people will act, based on the group to which they belong. Many children grow up identifying certain
characteristics as belonging only to boys or girls

Workplace Inequality
● The Glass Ceiling- the invisible barrier that prevents women from gaining upper level positions
● Wage gap- The level of women’s income relative to men

Age and Disability

Ageism is the stereotyping, prejudice, and discrimination against people on the basis of their age. Ageism is widespread and
an insidious practice which has harmful effects on the health of older adults. For older people, ageism is an everyday
challenge

Laws prohibiting discrimination or harassment in employment

1. Labor Code- prohibits discrimination against women on account of their gender, and against children on account of their age.
2. Magna Carta of Women (Republic Act No. 9710, as amended) - prohibits discrimination against women and expressly imposes
liability for damages on the person directly responsible for such discrimination.
3. Anti-Age Discrimination in Employment Act (Republic Act No. 10911) prohibits discrimination on account of age, and imposes
penalties for violation of the Act.
4. Magna Carta for Persons with Disability (Republic Act No. 7277, as amended) - provides that a qualified employee with
disability shall be subject to the same terms and conditions of employment as a qualified able-bodied person.
5. Solo Parents’ Welfare Act (Republic Act No. 8972) - prohibits an employer from discriminating against any solo parent employee
with respect to the terms and conditions of employment on account of the employee being a solo parent.
6. Indigenous Peoples’ Rights Act (Republic Act No. 8371) prohibits discrimination against Indigenous Cultural Communities or
Indigenous Peoples with respect to recruitment and conditions of employment on account of their descent.
7. Anti-Sexual Harassment Act (Republic Act No. 7877) - prohibits sexual harassment in the workplace.
8. Mental Health Act (Republic Act No. 11036) - requires employers to develop appropriate policies and programs on mental
health in the workplace
9. Philippine HIV and AIDS Policy Act (Republic Act No. 11166) - prohibits the rejection of job application, termination of
employment, or other discriminatory policies in hiring, provision of employment and other related benefits, promotion or
assignment of an individual solely or partially on the basis of actual, perceived or suspected HIV status.

QUARTER 4 - WEEK 7 (MAY 15-19, 2023)

LESSON 13: SOCIAL INEQUALITIES (SUSTAINABLE DEVELOPMENT GOALS)

Overview
The Sustainable Development Goals (SDGs), also known as the Global Goals, were adopted by all United
Nations Member States in 2015 as a universal call to action to end poverty, protect the planet and ensure that all people
enjoy peace and prosperity by 2030. The 17 SDGs are integrated—that is, they recognize that action in one area will
affect outcomes in others, and that development must balance social, economic and environmental sustainability.
STUDY THESE TERMS
● Sustainable development- the idea that human societies must live and meet their needs without
compromising the ability of future generations to meet their own needs
● Sustainable development goals- a blueprint to achieve a better and more sustainable future for all. It
addresses the global challenges we face, including poverty, inequality, climate change, environmental
degradation, peace and justice. Learn more and take action.
 ● United Nations- an international organization that preserve international peace and security

DISCUSSION

Sustainable Development Goals

GOAL 1- No poverty – End poverty in all its forms everywhere.

Eradicating poverty is not a task of charity, it’s an act of justice and the
key to unlocking an enormous human potential. Still, nearly half of the world’s
population lives in poverty, and lack of food and clean water is killing thousands
every single day of the year.
GOAL 2- Zero Hunger- End hunger, achieve food security and improved nutrition
and promote sustainable agriculture.
Hunger is the leading cause of death in the world. Our planet has provided
us with tremendous resources, but unequal access and inefficient handling leaves
millions of people malnourished. If we promote sustainable agriculture with
modern technologies and fair distribution systems, we can sustain the whole
world’s population and make sure that nobody will ever suffer from hunger again.
GOAL 3: Good Health and Well-being- Ensure healthy lives and promote well- being for
all at all ages.
Over the last 15 years, the number of childhood deaths has been cut in half.
This proves that it is possible to win the fight against almost every disease. The new
goal for worldwide Good Health promotes healthy lifestyles, preventive measures
and modern, efficient healthcare for everyone.
GOAL 4: Quality Education- Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all.
Education liberates the intellect, unlocks the imagination and is fundamental for self-
respect. It is the key to prosperity and opens a world of opportunities, making it
possible for each of us to contribute to a progressive, healthy society. Learning
benefits every human being and should be available to all.

GOAL 5: Gender Equality- Achieve gender equality and empower all women and
girls.
Gender bias is undermining our social fabric and devalues all of us. It is not
just a human rights issue; it is a tremendous waste of the world’s human potential. By
denying women equal rights, we deny half the population a chance to live life at its
fullest. Political, economic and social equality for women will benefit all the world’s
citizens. Together we can eradicate prejudice and work for equal rights and respect for
all.

GOAL 6: Clean Water and Sanitation- Ensure availability and sustainable

management of water and sanitation for all.
One in three people live without sanitation. If we provide affordable
equipment and education in hygiene practices, we can stop this senseless suffering
and loss of life.

GOAL 7: Affordable and Clean Energy- Ensure access to affordable, reliable,

sustainable and modern energy for all.
Renewable energy solutions are becoming cheaper, more reliable and more
efficient every day.Our current reliance on fossil fuels is unsustainable and harmful to
the planet, which is why we have to change the way we produce and consume
energy.

GOAL 8: Decent Work and Economic Growth- Promote sustained, inclusive and
sustainable economic growth, full and productive employment and decent work for
all.

We must protect labour rights and once and for all put a stop to modern
slavery and child labour. If we promote job creation with expanded access to banking
and financial services, we can make sure that everybody gets the benefits of
entrepreneurship and innovation.

GOAL 9: Industry, Innovation and Infrastructure- Build resilient infrastructure, promote inclusive and sustainable
industrialization and foster innovation. A functioning and resilient infrastructure is the foundation of every successful
community. To meet future challenges, our industries and infrastructure must be upgraded.
For this, we need to promote innovative sustainable technologies and
 ensure equal and universal access to information and financial markets.
GOAL 10: Reduced Inequality- Reduce inequality within and among countries.
Too much of the world’s wealth is held by a very small group of people.
This often leads to financial and social discrimination. In order for nations to
flourish, equality and prosperity must be available to everyone
– Regardless of gender, race, religious beliefs or economic status. When every
individual is self-sufficient, the entire world prospers
GOAL 11: Sustainable Cities and Communities- Make cities and human
settlements inclusive, safe, resilient and sustainable.
To accommodate everyone, we need to build modern, sustainable cities.
For all of us to survive and prosper, we need new, intelligent urban planning that
creates safe, affordable and resilient cities with green and culturally inspiring
living conditions.
GOAL 12: Responsible Consumption and Production- Ensure sustainable
consumption and production patterns.
Our planet has provided us with an abundance of natural resources. But
we have not utilized them responsibly and currently consume far beyond what
our planet can provide. We must learn how to use and produce in sustainable
ways that will reverse the harm that we have inflicted on the planet.

GOAL 13: Climate Action- Take urgent action to combat climate change and its
impacts.
Through education, innovation and adherence to our climate commitments, we can make the
necessary changes to protect the planet. These changes also provide huge opportunities to
modernize sour infrastructure which will create new jobs and promote greater prosperity
across the glob
GOAL 14: Life Below Water- Conserve and sustainably use the oceans, seas and
marine resources for sustainable development.
Healthy oceans and seas are essential to our existence. We must protect them
by eliminating pollution and overfishing and immediately start to responsibly
manage and protect all marine life around the world.
GOAL 15: Life on Land- Protect, restore and promote sustainable use of
terrestrial ecosystems, sustainably manage forests, combat desertification, and
halt and reverse land degradation and halt biodiversity loss.
A flourishing life on land is the foundation for our life on this planet
.We are all part of the planet’s ecosystem and we have caused severe damage to it
through deforestation, loss of natural habitats and land degradation. Promoting a
sustainable use of our ecosystems and preserving biodiversity is not a cause. It is
the key to our own survival.

GOAL 16: Peace and Justice Strong Institutions- Promote peaceful and inclusive
societies for sustainable development, provide access to justice for all and build
effective, accountable and inclusive institutions at all levels.
Compassion and a strong moral compass is essential to every democratic
society. Yet, persecution, injustice and abuse still runs rampant and is tearing at
the very fabric of civilization. We must ensure that we have strong institutions,
global standards of justice, and a commitment to peace everywhere.
GOAL 17: Partnerships to achieve the Goal- Strengthen the means of
implementation and revitalize the global partnership for sustainable
development.
The Global Goals can only be met if we work together. International
investments and support is needed to ensure innovative technological
development, fair trade and market access, especially for developing countries.
To build a better world, we need to be supportive, empathetic, inventive,
passionate, and above all, cooperate